Ysgol Bodafon is in Llandudno in Conwy. There are 106 pupils aged between three and eleven on roll. The school has four mixed aged classes. Most pupils come from the immediate area around the school. The school’s three-year average for pupils eligible for free school meals is around 8%. This is much lower than the average for Wales. The school identifies that around 28% have additional learning needs. This is close to the average for Wales. Nearly all pupils are of white British ethnicity and a very few pupils have English as an additional language. No pupils come from homes where Welsh is the first language. The headteacher was appointed in September 2012. The school was last inspected in 2013. Further information is available from the Welsh Government My Local School website at the link below. http://mylocalschool.wales.gov.uk/Schools/SchoolSearch?lang=en 1 A report on Ysgol Bodafon April 2018 Summary At Bodafon Primary School, nearly all pupils are polite, enjoy school, and are enthusiastic learners who participate fully in lessons. They focus well on their tasks and enjoy developing their skills and knowledge. The behaviour of nearly all pupils is good and working relationships between staff and pupils are positive and respectful. The quality of teaching across the school is good. Staff provide a broad, balanced and rich curriculum that meets the needs of most pupils effectively. The school has purposeful arrangements that support pupils’ emotional and social needs well. The partnership between the school and parents is very good and this helps most pupils, including those with additional learning needs, to make good progress in their literacy, numeracy and information and communication technology (ICT) skills. Leaders have established a happy and safe learning community. They have created a nurturing environment where there is a strong focus on raising standards of attainment and improving provision. All staff and the governing body work well together to ensure a good quality of education for pupils. Inspection area Judgement Standards Good Wellbeing and attitudes to learning Good Teaching and learning experiences Good Care, support and guidance Good Leadership and management Good 2 A report on Ysgol Bodafon April 2018 Recommendations R1 Ensure that there is a clear focus on addressing and reviewing progress on identified strategic and short term priorities R2 Improve the current school tracking systems to set and monitor rigorous targets for school improvement R3 Create more opportunities to develop pupil voice R4 Improve attendance What happens next The school will draw up an action plan to address the recommendations from the inspection 3 A report on Ysgol Bodafon April 2018 Main findings Standards: Good Most pupils join the school with speaking and listening skills that are slightly lower than those expected for their age. Most make good and at times very good progress as they move through the school and achieve at or above the expected level by the end of key stage 2. In the foundation phase, pupils make good progress in developing their literacy skills. By the end of Year 2, most pupils read simple texts aloud and use their phonic knowledge effectively to decipher unfamiliar words. They write simple fiction and non-fiction texts effectively, and use their imagination well, for example to create their own comic book stories about pirates. By the end of Year 6, most pupils read and write at the level expected for their age. They discuss texts written by their favourite authors well, and predict what might happen next. Most pupils write effectively in a range of genres, although a few pupils do not use basic punctuation well to organise their writing. More able pupils use well-chosen vocabulary very effectively to write engaging texts, for example when composing a balanced argument using emotive language, repetition and facts to promote a view on animal extinction. Across the school, most pupils use the skills they learn in English to good effect in other subject areas. In mathematics, most pupils achieve well and develop their mathematical skills systematically as they move through the school. In Year 2, most pupils develop their calculation skills using numbers to 100 confidently, and use block graphs and pictograms to represent data. Nearly all pupils in the foundation phase use their numeracy skills well throughout the areas of learning, for example when collecting and presenting data about favourite soups and the relationship between shoe sizes and height. By the end of key stage 2, many pupils can use floor maps of castles to calculate the perimeter and more able pupils can use a key correctly to work out the measurements of a castle twice and five times as large. Most pupils’ ICT skills are developing well across the school. In the foundation phase, most pupils use desktop computers and programmable toys confidently. They use tablets to take digital photographs and use them creatively, for example, when creating comic book stories and when recounting the story of the creation. Most pupils in key stage 2 use their skills very effectively for research and knowhow to locate relevant websites that are safe for them to use. Older pupils use spreadsheets and databases successfully. They analyse and interpret results, for example when finding facts about different countries and inhabitants such as the Inuits of the Arctic. Throughout the school, pupils’ Welsh skills are good and at times very good. Nearly all pupils have a positive attitude to learning the language. In the foundation phase, most pupils understand and can use simple phrases and Welsh words. For example, many pupils in the nursery and reception respond appropriately when asked their names and can name colours and count to 10. Many pupils in key stage 2 understand an appropriate range of questions and use vocabulary effectively to extend their answers. Most pupils’ pronunciation is generally accurate. 4 A report on Ysgol Bodafon April 2018 Wellbeing and attitudes to learning: Good Nearly all pupils are enthusiastic learners who participate fully in lessons. They focus well on their tasks and enjoy developing their skills and knowledge. They tackle problems and unfamiliar experiences with confidence. They work well independently, with a partner and with the whole class. They take turns appropriately and listen respectfully to the views of others. As pupils move through the school, they develop their independent learning skills successfully. Pupils in the foundation phase use challenges to direct their own learning and many key stage 2 pupils challenge themselves successfully when they select their own level within a given activity. As a result of their consistent involvement in assessing their own work, many pupils have a clear understanding of how to improve their work. A majority of pupils have a regular input into what and how they learn. For example, they suggest interesting aspects of the class topic that they would like to explore. However, pupils’ involvement in the planning process is not a consistent feature across all classes. Nearly all pupils feel safe in school and know whom to go to if they are worried or upset. They understand how to stay safe outside of school, including when they use the internet. Pupils develop a clear understanding of the importance of a healthy lifestyle. Most pupils make healthy choices at lunchtime and choose to be physically active at break times. Pupils talk confidently to visitors and are very welcoming. The behaviour of nearly all pupils is good and the working relationships between staff and pupils are positive and respectful. A very few pupils with specific needs occasionally exhibit challenging behaviour. Other pupils show a mature understanding of these pupils’ difficulties and respond sensitively to any situations that arise. In classes, nearly all pupils undertake a suitable range of responsibilities with enthusiasm and maturity. The school’s eco committee have played a valuable role in helping the school to achieve the green flag and, through activities such as making their own paper, pupils develop a sound understanding of sustainability. Although there is a school council, meetings are infrequent and its use to develop pupil voice and involve them in whole school improvements is underdeveloped. Attendance rates have fallen over the past three years and place the school in the bottom 25% when compared with similar schools. A few pupils arrive late at the start of the school day. Teaching and learning experiences: Good The quality of teaching is good across the school. Teachers plan well-focused lessons with a range of interesting activities that match pupils’ abilities well. They help pupils to build and to test out their knowledge systematically through good questioning. Many teachers use a beneficial range of resources, including a wide range of ICT equipment, to interest and challenge pupils. A majority of teachers are beginning to listen to pupils’ ideas about what they want to learn and they incorporate their ideas into their planning. However, this is at an early stage of development. Adults question pupils effectively to extend their learning and provide them with 5 A report on Ysgol Bodafon April 2018 useful feedback during lessons. Teachers’ written comments are specific, show pupils what they have done well and make suitable suggestions for improvement. Teachers give pupils appropriate time to respond to feedback and make improvements. Throughout the school, working relationships between pupils and staff are strong and there is a positive climate for learning in all classes. Teachers and teaching assistants work very well together to support the learning and behaviour needs of pupils with additional learning needs. Most lessons proceed smoothly and at a pace that supports most pupils’ learning. Teachers build well on pupils’ previous knowledge and skills. Most teachers observe pupils’ learning carefully and, as a result, question them and check their understanding purposefully throughout the lesson. They select pupils who are working particularly well to share work in progress, which provides useful examples to other pupils of the standard of work expected. Teachers make learning relevant and interesting for pupils and provide them with a wide range of experiences that enhances their experience successfully. For example, in the foundation phase, pupils make regular visits to local places of interest, such as Bodafon Farm Park and the local lifeboat station. Key stage 2 pupils have the opportunity to attend residential visits to Wormhout in France and go to a local outdoor pursuit centre. These activities support the school’s curriculum well. Most teachers plan successfully for the development of pupils’ literacy, numeracy and ICT skills across the curriculum. They provide pupils with useful opportunities to apply their literacy and numeracy skills in other subjects. For example, pupils in Year 4 write in detail about the Inuits and pupils in Year 6 write accurate accounts of science experiments. The school has implemented the foundation phase principles effectively. Teachers regularly plan interesting activities outside and within the school grounds and make sensible use of the relatively small space available. The school provides a suitable range of interventions and support programmes that meet the needs of individual pupils very well. Provision for pupils to develop their Welsh language skills is good and the school develops positive attitudes to learning Welsh successfully amongst its pupils. Teachers ensure that pupils have regular opportunities to speak, read and write in Welsh. For example, in the foundation phase, one area of enhanced learning is designated a Welsh area and this is rotated every week so that pupils are encouraged to use Welsh in their play across all areas of learning. Nearly all teachers and teaching assistants speak Welsh fluently. They model the language beneficially to pupils. Teachers promote pupils’ understanding of the culture, history and geography of Wales well. For example, they organise informative residential Urdd visits to Cardiff, where pupils explore the city and visit ‘Big Pit’. Pupils’ in the school choir also have the opportunity to sing at the National Eisteddfod. Care, support and guidance: Good The school provides a highly supportive, caring environment where all pupils are valued and treated with respect. The welcoming family atmosphere is evident across the school.